LEAVING CERTIFICATE

HISTORY SYLLABUS

(ORDINARY AND HIGHER LEVELS)

• LEAVING CERTIFICATE HISTORY SYLLABUS •

CONTENTS

Preface...... 2 The nature of history...... 2 The nature of the syllabus ...... 2

Aims and objectives ...... 3 Aims...... 3 Objectives ...... 3

Syllabus framework and requirements ...... 5 Syllabus framework — diagram ...... 6 Differentiation ...... 7 I: Working with evidence ...... 8 II: Topics for study ...... 11

Assessment ...... 14 The report on the research study...... 14 The terminal examination paper...... 14

Syllabus topics...... 17 Early Modern Ireland ...... 17 Early Modern Europe and the wider world ...... 25 Later Modern Ireland...... 33 Later Modern Europe and the wider world...... 41

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PREFACE

The nature of history our historical understanding. This gives history a unique potential to develop the student's skills of critical Human experience – the concern of history thinking. Living within a changing world, the student of History deals with the experience of human life in the history will learn that his/her own judgements past. The study of history involves an investigation of the concerning the nature of historical events should be surviving evidence relating to such experience. It brings the subjected to the most searching analysis and criticism. student of history into contact with human experiences, which are often very different from his/her own. Thus, the student gains insight into other ways of life, other ways of The nature of the syllabus thinking, other solutions to recurrent human problems. The principle underlying the syllabus is that the study of The study of human experience in the past, its history should be regarded as an exploration of what particularity and its variety, is indispensable to a student’s historians believe to have happened, based on an enquiry developing understanding of the human condition and into the available evidence. human motivation. In encountering, through the study of The following are some of the main features of the syllabus: evidence, the past experiences of his/her own community, the student gains valuable insights into the roots of his/her In-depth study: own identity and inherited traditions. The syllabus involves a detailed study of a number of historical topics and it provides the opportunity to study Time and change – the essence of history aspects of these topics in greater depth. This approach Since change is an essential aspect of the human allows for greater appreciation of the complexities inherent condition, it is a matter of fundamental concern to the in the challenge of interpreting the past and the making of student of history. Time and change, indeed, may be reasoned judgements based on an evaluation of evidence. described as the essence of history. While other disciplines investigate aspects of human life, human Emphasis on skills: institutions and cultural traditions, only history is The in-depth approach facilitates an emphasis on primarily engaged with measuring and explaining the developing the skills of history; in particular, skills in manner in which all of these have undergone the working with evidence and research skills. experience of change. Since the rates of historical change vary enormously (slow-moving for long-lasting Working with evidence: structures and traditions, faster for wars and revolutions), it is the task of the historian to offer an The study of one of the topics will involve the explanation of the dynamic involved in each instance. structured use of historical documents. This will allow The student of history will learn of the centrality of the student to develop expertise in the evaluation of change to all human experience and of the complex evidence and the capacity to make reasoned judgements. manner in which different modes of change interact. Research study: Developing understanding – the revision Involvement in research is an integral part of the of history syllabus. While offering an insight into the manner in The study and writing of history is no more static than which historians operate, the skills developed through life itself. New evidence and new insights can lead to such study have a wide applicability. revision of the historical record and to a deepening of

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AIMS AND OBJECTIVES

Aims Objectives

Knowledge and understanding Knowledge and understanding 1. To develop knowledge and understanding of human 1. Students should acquire knowledge and develop activity in the past. understanding of

2. To promote understanding of the present through the • the specific listed elements of the topics studied development of a historical perspective on issues of contemporary importance. •how the actions and experiences of previous generations have helped influence the world of 3. To develop knowledge and understanding of Irish, their successors European and world history. •how elements of the Irish history topics studied fit 4. To develop students' understanding of historical into a broader international context. Depending on concepts. the topic in question, that context may involve consideration of such aspects as 5. To provide students with a perspective of change in a world of change. -the British dimension - the European dimension Skills of history - the global dimension 1. To develop an awareness of different interpretations of - the Irish diaspora particular historical issues. • human activity in the past, from a variety of 2. To develop a range of research skills essential for the perspectives. In studying human activity in the study of history. past, attention should be given to the experiences of women. The main forms of activity to be studied 3. To develop an appreciation of the nature and variety of may be categorised as follows: historical evidence. - administrative Preparation for life and citizenship - cultural 1. To develop the ability to think critically. - economic

2. To develop positive values associated with the study of - political history. - religious - scientific 3. To develop in students an appreciation of the society in which they live and of other societies, past and present. - social.

4. To develop in students an informed and critical awareness of their historical inheritance.

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2. Students should develop an understanding of, and an • locate historical data from a variety of primary ability to apply such concepts as are fundamental to and/or secondary sources the study and writing of history e.g. • select and record relevant data

•procedural concepts •evaluate data - source and evidence •collate data - fact and opinion •present findings in a well-structured, logical format. - bias and objectivity 3. Skills in working with evidence •interpretative concepts Students should develop the ability to - change and continuity •recognise different types of historical source - cause and consequence materials - comparison and contrast • extract information from source materials to answer historical questions • substantive concepts •evaluate the usefulness of particular sources and - power and authority their limitations - conflict and reconciliation • detect bias - democracy and human rights • identify propaganda. - culture and civilisation

- economy and society Preparation for life and citizenship - identity and community Through their study of history, students should acquire a - space and time. unique combination of skill and understanding, which will contribute to their personal growth as individuals and Skills of history help to prepare them for life and work in society. Students should develop a range of skills associated with 1. Students should develop the ability to the study and writing of history. • think critically by making judgements based on an 1. Recognition of the nature of historical knowledge evaluation of evidence.

Students should learn to 2. Students should develop positive values associated with •recognise that historical knowledge is tentative and the study of history. They should learn to incomplete and, accordingly, subject to revision • be thorough in the collecting of information and and/or reinterpretation accurate in its recording

•recognise that historical writing must be based on • be aware of bias and strive to be objective reliable evidence and that the available evidence may be open to more than one valid interpretation. • be able to look at a contentious or controversial issue from more than one point of view.

2. Research skills 3. Students should learn to Students should learn to •evaluate their historical inheritance through the • define an appropriate topic for research study study of history from a variety of perspectives.

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SYLLABUS FRAMEWORK AND REQUIREMENTS

Syllabus framework II: Topics for study The syllabus framework comprises two inter-linking The topics are arranged in two discrete fields of study: parts as follows: Early Modern, 1492-1815; Later Modern, 1815-1993.

I: Working with evidence •Students will study topics from one of the fields of study. II: Topics for study Within each field of study, there are six topics from Irish I: Working with evidence history and six from the history of Europe and the wider a) Introduction: history and the historian world. b) A documents-based study •Students will study two topics from Irish history and two from the history of Europe and the wider world c) A research study. from the selected field of study.

•Students will be given a preliminary introduction to Two topics will be prescribed for documents-based the nature of history and the work of the historian. study: one from the Early Modern field of study and This will form the basis for future work on the one from the Later Modern field of study. topics, on the documents-based study and on the research study. •Students will engage in a documents-based study of the prescribed topic from their selected field of study. •Students will undertake a documents-based study of one of the syllabus topics as the primary means of developing their skills in working with evidence. The syllabus framework is presented diagrammatically on •Students will undertake a research study of a the following page. significant historical subject as a means of developing further their skills in working with evidence and as the primary means of developing their research skills.

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SYLLABUS FRAMEWORK

Syllabus framework – diagram

I: Working with evidence

A. Introduction: history and the historian B. Documents-based Study C. Research Study

II: Topics for study

Early Modern field of study or Later Modern field of study 1492-1815 1815-1993 • This field of study comprises 12 • This field of study comprises 12 topics. topics.

•Six topics relate to Irish history •Six topics relate to Irish history and six to the history of Europe and six to the history of Europe and the wider world. and the wider world.

•One topic will be prescribed by •One topic will be prescribed by the examining authority for the the examining authority for the documents-based study. documents-based study.

• When that topic is from Irish • When that topic is from Irish history, choose one other topic history, choose one other topic from Irish history plus two topics from Irish history plus two topics from the history of Europe and from the history of Europe and the wider world. the wider world.

• When that topic is from the • When that topic is from the history of Europe and the wider history of Europe and the wider world, choose one other topic world, choose one other topic from the history of Europe and from the history of Europe and the wider world and two topics the wider world and two topics from Irish history. from Irish history.

•Students study 4 topics in all. •Students study 4 topics in all.

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Differentiation Assessment The syllabus is designed to be taught at both Ordinary Further differentiation is achieved through the and Higher levels. The levels are differentiated through assessment components employed: the specification of learning outcomes. There are •In the research study, a greater awareness of the outcomes relating to Part I: Working with evidence and broader historical context and a higher level of a further set of generic outcomes for Part II: Topics for analysis and/or evaluation will be expected of Higher study. level students.

Topics • The terminal examination paper for Ordinary level While students at both levels will study the same topics, students will differ significantly in terms of format for Ordinary level students a particular emphasis will be and questioning from that at Higher level. The placed on the key personalities and the case studies general questions at Ordinary level will be driven by associated with their topics. Higher level students will be a stimulus (e.g. a picture or map) and a variety of expected to study all aspects of topics to a greater depth question types will require responses of variable and to develop a greater level of conceptual length. understanding. • While the same format will apply to the documents- based question at the two levels, the weighting of marks will differ and greater critical skills will be required at Higher level.

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I: Working with evidence B. The Documents-based Study For each examination, the examining authority will A. Introduction — history and the historian prescribe two topics for documents-based study: one The principle underlying the syllabus is that the study of from the Early Modern field of study and one from the history should be regarded as an exploration of what Later Modern field of study. These topics will be rotated historians believe to have happened, based on enquiry periodically. into available evidence. To introduce this principle and to encourage its application throughout the student's The documents to be studied will relate to the case study of the course, a preliminary exploration of the studies listed for each topic. This will help students to following should be undertaken with the student: develop the evidence-handling skills identified in the list of course objectives. What is history? The availability of appropriate documents will be a key • The different meanings attached to the word consideration in the prescription of topics for "history" — the past itself, surviving evidence from documents-based study. the past, written histories

• The provisional nature of historical knowledge - an C. The Research Study interpretation of available evidence. Purpose of the study The historian at work The research study aims to develop in students a spirit • The role of evidence in historical research and of inquiry about the past and a range of skills that will historical writing facilitate the conduct of the inquiry. It allows students to engage in a measure of self-directed learning that is • The main varieties of historical evidence grounded in the procedural values of the historian. • The main repositories of historical evidence

•How the historian interrogates a body of evidence Criteria The research study will involve the study of a subject of • The different stages of historical research historical significance chosen by the student, under the • The pursuit of objectivity direction of the teacher. • The historian’s readiness to revise his/her When choosing a subject for the research study, the understanding of events in the light of new evidence following criteria are to be taken into account: or new insights • The subject for investigation must be clearly defined. • The complex nature of historical change and the Its focus should be narrow rather than broad so as to challenge of explaining its dynamics. allow for depth of investigation. The insights gained from this preliminary study should •Sources used should be either primary or specialist be constantly reinforced throughout the course. An secondary. awareness of the nature of the subject and the role of the historian should be evident in subsequent work on the •At Ordinary level, a minimum of TWO sources topics and on the documents-based and research studies. should be used; at Higher level, THREE (or more) sources should be used.

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• The subject chosen is to be of historical significance. • The extended essay: This will set down the main A wide range of possibilities is envisaged, including findings and conclusions arrived at by the student. It local history and historiographical studies. A more should include a review of the process undertaken detailed breakdown of suitable subject matter may be and how useful that process was in achieving the found in the Teacher Guidelines. aims laid down in the outline plan. Coherence of structure is required: the essay should have a clear • The subject chosen should not be obscure or trivial. introduction and conclusion, and, in between, a line It should be based on information that may be of logical development. readily authenticated.

Format of the study Each student will compile a report on the results of his/her research study. The report will be submitted to the examining authority for marking. The report will have three components, as follows:

• The outline plan: this will define and justify the proposed subject of study, identifying the aims, the intended approach and the sources to be consulted.

• The evaluation of the sources: this will indicate the relevance of the sources to the subject of the study and comment on their strengths and weaknesses.

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Working with evidence: learning outcomes In addition to the above, students at Higher level should A: Introduction - history and the historian also be able to

B: The documents-based study • explain how the word "history" is variously used to describe the past itself, surviving evidence from the C: The research study past and written histories While it is expected that the following outcomes will • explain which types of historical sources are found in inform all aspects of the student's course of study, they archives, libraries and museums will be assessed mainly through the documents-based study and the research study. • identify the main strengths and limitations of different sources by asking appropriate questions On completing this part of the syllabus, students at relating to such aspects as the purpose for which both levels should be able to they were produced, the motives of the person(s) • show understanding of the role of evidence in the who produced them, their historical context and writing of history. Their understanding should their relevance to the event(s) and issue(s) being encompass such aspects as: the difference between studied source and evidence, how the historian evaluates •recognise the provisional nature of historical evidence, the fact that evidence may be open to knowledge — that written histories are an more than one interpretation interpretation of available evidence and that new • identify such different types of historical sources as evidence may alter our historical understanding eyewitness accounts, public records, memoirs, letters, • show understanding of the broader historical context maps, photographs and political cartoons of research findings. •interpret a range of historical sources of the types identified above and answer questions relating to their provenance, their purpose and their usefulness

• draw conclusions from historical sources and use these conclusions to help form judgements about historical issues

• display an awareness of objectivity in their own writing by striving to be fair-minded and unbiased

• undertake a piece of research in accordance with the appropriate listed skills. These include the ability to locate historical data from a number of sources, to evaluate the data, to collate relevant data and to present findings in a well-structured format.

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II: Topics for study • Each topic has three associated case studies, each of which involves an in-depth investigation of a Layout particularly significant or representative aspect of an The layout of the topics is as follows: element of the topic.

• Each topic has specified date parameters. Students • Each topic has a list of key personalities and key are not required to study every significant concepts. The intention here is to improve the clear development within the date parameters but, rather, delineation of content and to facilitate differentiation those aspects of the topics that are set down in the of requirements for Higher and Ordinary level list of elements. students.

• Each topic is studied from a range of perspectives. For a majority of topics, this involves the study of the following aspects of a topic: politics and The full list of topics appears on the next page. administration; society and economy; culture, religion and science.

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Topics for study — list

Early Modern field of study

Irish history, 1494-1815

1. Reform and Reformation in Tudor Ireland, 1494-1558 2. Rebellion and conquest in Elizabethan Ireland, 1558-1603 3. Kingdom versus colony — the struggle for mastery in Ireland, 1603-1660 4. Establishing a colonial ascendancy, 1660-1715 5. Colony versus kingdom – tensions in mid-18th century Ireland, 1715-1770 6. The end of the Irish kingdom and the establishment of the Union, 1770-1815

History of Europe and the wider world, 1492-1815

1. Europe from Renaissance to Reformation, 1492-1567 2. Religion and power – politics in the later sixteenth century, 1567-1609 3. The eclipse of Old Europe, 1609-1660 4. Europe in the age of Louis XIV, 1660-1715 5. Establishing empires, 1715-1775 6. Empires in revolution, 1775-1815

Later Modern field of study

Irish history, 1815-1993

1. Ireland and the Union, 1815-1870 2. Movements for political and social reform, 1870-1914 3. The pursuit of sovereignty and the impact of partition, 1912-1949 4. The Irish diaspora, 1840-1966 5. Politics and society in Northern Ireland, 1949-1993 6. Government, economy and society in the Republic of Ireland, 1949-1989

History of Europe and the wider world, 1815-1992

1. Nationalism and state formation in Europe, 1815-1871 2. Nation states and international tensions, 1871-1920 3. Dictatorship and democracy, 1920-1945 4. Division and realignment in Europe, 1945-1992 5. European retreat from empire and the aftermath, 1945-1990 6. The United States and the world, 1945-1989

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Topics for study — learning outcomes

In the case of each of the topics they In addition to the above, Higher level have studied - and having due regard to students should also be able to: the defined parameters - students at both •recall the main issues and events as set levels should be able to down in the listed elements and, with •recall the main events as set down in particular reference to important the listed elements and, with changes identified therein, show a particular reference to important good understanding of the main changes identified therein, show a causes and consequences basic understanding of the main •recall the issues and event(s) causes and consequences highlighted in the three case studies •recognise that historical study is for each of the topics studied and give concerned not just with the powerful a discursive account of these and influential but also with the •evaluate the role of the key ordinary and the anonymous personalities in relation to the main •recall the issues and event(s) issues and events set down in the highlighted in the three case studies listed elements. Where appropriate, for each of the topics studied and give their evaluation should indicate an a narrative account of these awareness of current as well as contemporary attitudes towards the • look at a contentious or controversial key personality issue from more than one point of view, with particular reference to the • show understanding of the relevance issues highlighted in the case studies of the key concepts to the topic in question. • describe in some detail the role of a number of key personalities in respect of the listed elements and address such aspects as: the manner in which the key personality influenced, or was influenced by, the events described; whether the key personality was a participant in or witness to the events; different contemporary attitudes towards the key personality.

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ASSESSMENT

There will be two assessment components: The terminal examination

1. A report on the research study Mark allocation

2. A terminal examination The percentage of the total marks to be allocated to this component will be 80%.

Report on the research study The Higher level paper The research study will be assessed through the medium • Candidates will answer four questions, one on each of a report. The report will be pre-submitted to the of the four topics studied. All four questions will be examining authority. of equal value. One of the questions will be documents-based. Mark allocation •With the exception of topics nominated for the The percentage of the total marks to be allocated to this documents-based study, a specified number of component is 20%. The marks are to be weighted as questions will be asked on each of the topics. follows: •In the case of each topic, at least two of the three Outline plan 3% perspectives will be examined each year. Evaluation of sources 5% The Ordinary level paper Extended essay 12% • Candidates will answer four questions, one on each of the four topics studied. All four questions will be Authentication procedures of equal value. Three of the questions will be general The report must be the candidate’s own work. questions, while one will be documents-based. Authentication procedures will be put in place to ensure •One question will be set on each topic. compliance with this requirement. These will include a protocol in relation to the use of internet-sourced • An element of choice will be "built in" to each of the material. general questions.

•A common format will apply to each of the general questions and each will be stimulus-driven. The stimulus is intended to facilitate candidate recognition of the topic and as a reasonably gentle lead-in to more testing examination of knowledge and understanding. The common format will include stimulus-driven questions (testing comprehension and/or identification) and paragraphs or short essays linked to the key personalities and case studies.

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The documents-based question •It is envisaged that the documents-based question •Documents chosen will relate to one of the listed will involve the use of a number of short, case studies. Documents may be either visual or thematically-linked and "pointed" extracts that will written. ("Written" is defined as including test candidates' ability to interrogate, correlate and transcripts of radio and television interviews and oral evaluate a particular body of evidence. testimony.) • The contextualisation section is designed to ensure • The format of the documents-based question will be that candidates can relate the subject matter and as follows: provenance of documents to the general themes of the topic and specific issues and events therein, as Section 1: Comprehension appropriate. Section 2: Comparison •In the allocation of marks, there will be a higher Section 3: Criticism weighting for the comprehension section at Ordinary level and a higher weighting for the Section 4: Contextualisation. contextualisation section at Higher level.

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SYLLABUS TOPICS

EARLY MODERN IRELAND

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Topic 1: Reform and Reformation in Tudor Ireland, 1494-1558

Perspective Elements Case studies

Politics and The character of Kildare hegemony. The Plantation of administration Tudor reform initiatives: from Poynings to Skeffington, Laois/Offaly 1494-1534. The Kildare rebellion. Lord Leonard Grey and the Geraldine League. The Parliament of 1541 and the policy of surrender and regrant. The mid-Tudor regimes and the beginnings of plantation.

Society and economy Pastoralism, transhumance and Gaelic society. Women and marriage Feudalism and bastard feudalism; towns and guilds; trade: under Gaelic law internal markets, exports/imports. The family and kin in Gaelic Ireland. Rich and poor: lords, freeholders and churls in Gaelic society.

Culture and religion A divided church in pre-Reformation Ireland. The Bardic Schools The monasteries and their dissolution. The Observantine reform. The Reformation under Henry VIII. The Reformation under Edward VI. The Counter-Reformation under Mary I. The state of Gaelic culture: brehons, bards and annalists.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

The 8th Earl of Kildare; the 9th Earl of Kildare; Con Bacach O’Neill; Manus O’Donnell; Eleanor Fitzgerald; Sir Anthony St. Leger; Sir Thomas Cusack; Archbishop George Browne; Archbishop George Dowdall; the 3rd Earl of Sussex.

Key concepts

Coyne and livery; lordship; kinship; political reform; surrender and regrant; plantation; royal supremacy; citizenship; Reformation; Counter-Reformation.

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Topic 2: Rebellion and conquest in Elizabethan Ireland, 1558-1603

Perspective Elements Case studies

Politics and The structure of administration in Elizabethan Ireland; The Lordship of administration reform programmes and presidencies; private projects and Tír Eoghain colonies; the emergence of the policy of composition. Political divisions in the Irish lordships; Shane O’Neill; the Desmond rebellion; the Ulster rebellion and national war (the Nine Years' War).

Society and economy Internal changes in the Gaelic lordships. Elizabethan Dublin The Pale and the burden of the army. Colonies and plantations. The costs of war.

Culture and religion 1560: re-establishment of the Reformation. Meiler Magrath’s The university question. clerical career Modes of Counter-Reformation: recusancy and militant action.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Shane O’Neill; Hugh O’Neill; Sir Henry Sidney; Sir John Perrot; Archbishop Adam Loftus; Richard Creagh; Agnes Campbell; Grace O’Malley; James Fitzmaurice Fitzgerald; Tadhg Dall Ó hUiginn.

Key concepts

Composition; colonisation; feudal rebellion; lordship; the common law; Reformation; Counter-Reformation; recusancy; “faith and fatherland”.

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Topic 3: Kingdom v. colony - the struggle for mastery in Ireland, 1603-1660

Perspective Elements Case studies

Politics and State plantation policy; administrative problems; financial The trial of Strafford administration corruption; internal security; the army and the Graces; Buckingham and Ireland; Strafford in Ireland; origin of 1641 rebellion; Confederate division; royalists and parliamentarians; the impact of the Cromwellian experiment in radical political change; the fall of the Republic.

Society and economy Post-war economic problems; defective titles and tenure; The Scots migration problems of landlords and problems of tenants. to Ulster State and private plantations: changing landscape and settlement patterns; the state of Ireland in 1641; the Cromwellian transplantations; patterns of Irish trade.

Culture and religion The Counter-Reformation: the secular clergy and the Louvain orders; the Irish colleges abroad; Old English and Gaelic Irish. Irish Protestantism: Anglicans and dissenters. Visions of Ireland: Keating’s Foras Feasa; the Four Masters; the depositions of 1641.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Sir Arthur Chichester; Richard Boyle and his family; Elizabeth Butler, Countess of Ormond; Sir Thomas Wentworth; Sir Phelim O’Neill; Patrick Darcy; Owen Roe O’Neill; Archbishop Rinuccini; Piaras Feiritéar; Luke Wadding.

Key concepts

The Kingdom of Ireland; “Old English”; “New English”; native Irish; “Thorough”; royalists and parliamentarians; confederacy; commonwealth; security of tenure; defective title; mortgages; escheats; plantation; colonisation; "To Hell or to Connaught"; Counter-Reformation; recusancy; Propaganda Fide; divine providence.

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Topic 4: Establishing a colonial ascendancy, 1660-1715

Perspective Elements Case studies

Politics and The Restoration, 1660; the Acts of Settlement and The Parliament of 1689 administration Explanation; the viceroyalties of Ormond (1662-1669, 1677-1684); Church of Ireland influence on parliament and administration; the rise of the Catholics, 1685;Tyrconnell as viceroy; the War of the Two Kings; the Treaty of Limerick; the Williamite confiscations; Irish brigades abroad; introduction of the Penal Laws.

Society and economy Population growth and immigration; old and new Restoration Dublin landholders; varying conditions of the peasantry. The growth and re-building of towns. Increased trade: live cattle; wool; provisions; fish; the beginnings of the linen industry. Trade restrictions: the Cattle and Navigation Acts. The growth of estate management; cutting of woods; To r ies and Rapparees.

Culture, religion The Ulster Presbyterians; the Regium Donum; efforts at The Jacobite poets and science uniformity; the Popish Plot, 1678; the sacramental test, 1704; policies of conversion and penal legislation. The end of the Gaelic bardic system. Political pamphleteering. The emergence of science in Ireland.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

The 1st Duke of Ormond; Charles II; the Earl of Tyrconnell; the Duchess of Tyrconnell; Samuel Louis Crommelin; Oliver Plunkett; William Molyneux; Patrick Sarsfield; Dáibhí Ó Bruadair; Robert Boyle.

Key concepts

Dissent; anti-popery; colonialism; ascendancy; absenteeism; uniformity; confiscation; subservience; urban growth; mercantilism; Jacobitism; Tories.

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Topic 5: Colony versus kingdom – tensions in mid-18th century Ireland, 1715-1770

Perspective Elements Case studies

Politics and The “Protestant Nation”; the structure of central The Ponsonbys administration government administration; courts, grand juries, assizes, boroughs, parliament. Wood’s halfpence, 1722; Drapier’s letters; Dean Swift’s pamphleteering. Attempts at reform; the Patriots; the Catholic Committee. Possible French intervention:Thurot’s expedition. Townshend’s viceroyalty; money bills. Political effects of Seven Years’War in Ireland.

Society and economy Population change; subdivision of holdings; forms of tenure; The Whiteboys the potato; poverty, famine, disease. Absentee landlords, middlemen, cottiers, labourers, spalpeens, journeymen; women and rural society. Trade fluctuations; expansion of the provision trade; increase in smuggling; customs and excise dues. Enclosures; agrarian unrest; model villages; planned towns; new industries; linen and brewing.

Culture and religion Relaxation of Penal Laws; Catholic education. The trial of Fr. Sheehy The rise of the Dublin theatre; na Cúirteanna Filíochta; foreign influences on Irish traditional music; decline of the Irish language.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Dean Swift; the Conolly family; Primate Stone; Charles O’Connor; Thomas Wyse; John Hely Hutchinson; Charles Lucas; Arthur Guinness; Margaret (Peg) Woffington; Turlough O’Carolan.

Key concepts

Patronage; legislative control; anti-popery; patriotism; the “Hidden Ireland”; Jacobitism; the Atlantic economy; cottier; conacre; improvement.

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Topic 6: The end of the Irish kingdom and the establishment of the Union, 1770-1815

Perspective Elements Case studies

Politics and The politics of the Irish parliament; residential lords The Wexford Rebellion administration lieutenant; American War of Independence and the rise of Patriotism; the Volunteers, free trade and Grattan’s Parliament; the impact of the French Revolution; the revival of radicalism – the United Irishmen; the emergence of counter-revolutionary movements; the establishment of the Orange Order. Revolution and reaction: the 1798 rebellion – its nature and regional character. The Act of Union: origins and implementation; politics after the Union.

Society and economy Population growth, 1770-1820; economic growth: rise in The rise of Belfast agricultural output, industrialisation – linen (domestic), cotton (factory); wartime boom, 1793-1815. Rural discontent: land hunger, secret agrarian organisations, and rural sectarianism.

Culture, religion Catholic relief: social and religious, 1771-1782; political, Maynooth College and science 1783-1793; diocesan reform and the development of Catholic education. The Church of Ireland: conservatives v. revivalists, 1750- 1815; Presbyterianism; radical theology in the 1790s; the revival of conservatism. Georgian culture: architecture, art, literature and learning. Gaelic culture: literature and learning.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Henry Grattan; Wolfe Tone; John Fitzgibbon; Lord Donegall; Fr. Arthur O’Leary; Mary Anne McCracken; William Drennan; Nano Nagle; Lord Castlereagh; Eibhlín Dhubh Ní Chonaill.

Key concepts

Parliamentary reform; patronage and corruption; republicanism; sectarianism; subsistence; commercialisation; proto-industry; inflation; the moral economy.

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SYLLABUS TOPICS

EARLY MODERN EUROPE AND THE WIDER WORLD

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Topic 1: Europe from Renaissance to Reformation, 1492-1567

Perspective Elements Case studies

Politics and The union of Castille and Aragon; the discovery of the The divorce of Henry administration New World. VIII and Catherine of The structure of the Holy Roman Empire under Charles V Aragon and its international relations. The Hapsburg/Valois wars. The consolidation of Tudor government. Humanism and political reform in Western Europe. The struggle against the Turks. The origins of the revolt in the Netherlands.

Society and economy The “Vital Revolution”; sources of economic recovery: the Seville, the port of the impact of the New World; the role of the State; prices, New World companies. Family size and patterns of marriage.

Culture, religion The structure of Christendom; the Papacy. Calvin’s Geneva and science Art and religion. Humanism; printing. The origins of the Reformation in Germany; the spread of the Reformation; the Radical Reformation; the Counter- Reformation.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Niccolò Machiavelli; Charles V; Hernan Cortes; Jacob Fugger; Christopher Columbus; Michelangelo Buonarroti; Martin Luther; Desiderius Erasmus; Mary Tudor; Pieter Breughel the Elder.

Key concepts

Balance of power; re-conquest; Christendom; empire; new monarchy; rebellion; subsistence; primogeniture; inflation; just price; Renaissance; humanism; grace; justification; ecclesiastical authority; predestination.

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Topic 2: Religion and power: politics in the later 16th century, 1567-1609

Perspective Elements Case studies

Politics and Spain under Philip II. The Spanish Armada administration Revolt of the Netherlands. The French Wars of Religion. Elizabethan England. The rise of Muscovy. Competition for Empire in the West. The Holy Roman Empire under Rudolf II.

Society and economy Economic crises: inflation, causes and consequences. The decline of the Demographic trends; shifting balance of trade. port of Antwerp Techniques of land use. Structure of family; patterns of inheritance.

Culture, religion The Catholic offensive; close of Council of Trent. The Jesuit mission and science International Calvinism; rise of toleration; Patriarchate of in China Moscow; Elizabethan Anglicanism. Neoclassicism; printing and popular literature. Astronomy.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Philip II; William the Silent; Elizabeth I; Admiral Coligny; Matteo Ricci; Jacobus Arminius; Catherine de Medici; Michel de Montaigne; Sir Walter Raleigh; Tycho Brahe.

Key concepts

Sovereignty; “cuius regio, eius religio”; resistance; empire; inflation; kinship; united Christendom; mission; orthodoxy; toleration.

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Topic 3: The eclipse of Old Europe, 1609-1660

Perspective Elements Case studies

Politics and The development of French absolutism. The revolt of administration England: constitutional change. the Catalans Spain: responses to internal and international challenges. The Thirty Years war; the “military revolution”; the Hapsburg empire. The rise of new powers: Sweden, Holland, and Muscovy.

Society and economy Serfdom and varieties of peasantry; women, work and The Dutch empire family. in Asia Decline of old industry; climatic change. Decline in money supply. Recovery of aristocratic fortunes; war and economic change; the commercial revolution; rise of the entrepreneur;“witch-hunting”.

Culture, religion Baroque music and art. Galileo and the and science Internal theological disputes: Pietism in Germany; the Inquisition Papacy and the Jesuits; Anglicans and Puritans. New modes of political thought: theories of constitutions. Rise of empirical science.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Marie de’ Medici; Cardinal Richelieu; Count Olivares; Albrecht von Wallenstein; Queen Christina of Sweden; Claudio Monteverdi; Peter Paul Rubens; Gian Lorenzo Bernini; Hugo Grotius; René Descartes.

Key concepts

Absolutism; republicanism; empire; mercantilism; inflation; state finance; baroque; pietism.

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Topic 4: Europe in the age of Louis XIV, 1660-1715

Perspective Elements Case studies

Politics and The absolute monarchy of Louis XIV. The Streltsy administration Wars against the Dutch, 1660-1697. The Restoration in England; the fall of the Stuart monarchy. Spain: responses to internal and international challenges; the War of the Spanish Succession. The rise of Brandenburg. Poland under Sobieski. Peter the Great of Russia. The structures of international relations: diplomats, ambassadors, and treaties.

Society and economy Economic consequences of war; demographic decline and The (English) East India the evolution of the family; imbalances in trade – new Company imports; smuggling and piracy. Banking and the development of the money market. Trading companies; commercialisation of agriculture; expansion of cities.

Culture, religion Gallicanism; anti-Popery in England; the Huguenots; the The court of Versailles and science Orthodox Church in Poland and Russia. State patronage of arts and science. Debates within the sciences (Cartesians v. Newtonians) The Grand Tour.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Louis XIV; Peter the Great; Jan de Witt; John Sobieski; Jean Baptiste Colbert; Sir Henry Morgan; Sébastien le Prestre de Vauban; Isaac Newton; Gottfried Wilhelm Leibnitz; Madame de Maintenon.

Key concepts

Absolute monarchy; patronage; balance of power; credit; joint stock companies; customs and excise; established religion; Gallicanism.

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Topic 5: Establishing empires, 1715-1775

Perspective Elements Case studies

Politics and The structure of European states: bureaucracies, public The Boston Tea Party, administration taxation; the development of provincial administration in 1773 the Hapsburg and Russian Empires. European armies: problems of recruitment, training, pay and supplies; the development of strategic military planning. The diplomacy of empires; diplomatic revolutions. European dynastic wars. Prussia under the Fredericks. Imperial war in the west: 1739-1748, 1756-1763. Colonial revolts v. Spain and France; origins of the American Revolution.

Society and economy Territorial expansion; colonial acquisitions and European The West Indies slave reclamations. plantations International trade: tobacco, sugar and slaves. Rural society: tradition and change. Mercantilism and laissez-faire; capital accumulation; urban growth. Orders in society; the defence of privilege; new middle class. Poverty, disease and population growth. Communications: road and canal building.

Culture, religion Origins of the Enlightenment; historical and scientific The Encyclopédie and science criticism; political, social and economic ideas of the Enlightenment; religious ideas of the Enlightenment - deism, anticlericalism; religious revivalists - Pietists, Methodists. Communication of ideas: the novel; the newspaper; the salon; the spread of literacy.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Catherine the Great; Frederick the Great; Maria Theresa; Robert Clive; the Duke of Bridgewater; Baron de Montesquieu; Voltaire; Denis Diderot; Jean Jacques Rousseau; Benjamin Franklin.

Key concepts

Balance of power; partition; empire; laissez faire; privilege; capital accumulation; technology; bourgeoisie; the Enlightenment; criticism; reason; nature; deism; social utility.

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Topic 6: Empires in revolution, 1775-1815

Perspective Elements Case studies

Politics and Establishment of the American Republic, 1776-1789. The Committee of administration Origins of the revolution in France, 1775-1789. Public Safety Origins of the French Republic, 1789-1793. The European revolutionary wars, 1792-1799. The Napoleonic State in France. Napoleonic Europe.

Society and economy Economic change: the impact of the agricultural and The growth of industrial revolutions; impact of the revolutionary wars; Manchester British dominance and Napoleon's "continental system". Social change: abolition of feudalism and nobility; rise of propertied classes; abolition of slave trade; emancipation of the Jews. The problem of poverty: rise of industrial towns; impact of war; population growth.

Culture and religion Enlightenment ideas and revolution: popular sovereignty The Civil Constitution and democracy. of the Clergy Religion and revolution: anticlericalism; deism; church-state relations in France and Napoleonic Europe. Rise of cultural nationalism: resistance in the German states to Napoleon.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

James Madison; Louis XVI; Madame de Staël; Maximilien de Robespierre; Napoleon; William Pitt; Mary Wollstonecraft; Joseph Fouché; Tom Paine; Ludwig van Beethoven.

Key concepts

Ancien régime; revolution; constitution; reign of terror; republicanism; counter-revolutionary; nationalism; capitalism; utilitarianism; laissez faire; penal servitude; romanticism; ultramontanism.

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SYLLABUS TOPICS

LATER MODERN IRELAND

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Topic 1: Ireland and the Union, 1815-1870

Perspective Elements Case studies

Society and economy The Irish countryside, 1815; economic crisis, 1815-1850; Private responses to the Famine; the post-Famine economy; emigration; Famine, 1845-1849 education; impact of the railways; industrial development in Belfast.

Politics and Administrative and political structures under the Act The campaign for administration of Union. O’Connell – the campaigns for Emancipation Catholic Emancipation, and Repeal, achievements; the Tithe War; the Poor Law; 1823-1829 Yo ung Ireland. Government responses to Famine. Electoral reform; sectarianism in politics; Fenianism; Liberal reforms.

Culture, religion Developments in the creation of cultural and religious The Synod of Thurles, and science identities; the creative arts; developments in science and 1850, and the technology. Romanisation of the Catholic Church

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Daniel O’Connell; Thomas Davis; Charles Trevelyan; Charles Kickham; James Stephens; Asenath Nicholson; Mother Mary Aikenhead; Cardinal Paul Cullen; William Carleton; William Dargan.

Key concepts

The Union; sectarianism; Catholic Emancipation; physical force republicanism; laissez- faire; economic depression; dowry; landlordism; famine; nation; ultramontanism; evangelicalism.

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Topic 2: Movements for political and social reform, 1870-1914

Perspective Elements Case studies

Politics and The Home Rule movement: origins; development; The elections of 1885 administration leadership – Butt, Parnell, Redmond. and 1886: issues and The Suffrage movement. outcomes The first Sinn Féin party. The Irish Volunteers. Unionism and the Ulster Question.

Society and economy Land agitation and land reform. Dublin 1913 – strike Unionisation of the working classes. and lockout The Co-operative Movement. Industrial development in Belfast: the shipyards. Educational reforms: schools and universities.

Culture and religion The GAA Cultural revivals: the Gaelic League, the Anglo-Irish The GAA to 1891 Literary Revival. The consolidation of Catholic identity.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Charles Stewart Parnell; John Redmond; Edward Carson; Isabella Tod; Hanna Sheehy-Skeffington; James Connolly; Michael Davitt; James Larkin; Douglas Hyde; W.B. Yeats.

Key concepts

Democracy; Home Rule; separatism; militarism; socialism; feminism; political agitation; anglicisation/de-anglicisation; Irish Ireland; Anglo-Irish; suffragette.

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Topic 3: The pursuit of sovereignty and the impact of partition, 1912-1949

Perspective Elements Case studies

Politics and The Home Rule Bill, 1912-1914. The Treaty negotiations, administration The impact of World War I; the 1916 Rising; the rise of October-December, the second Sinn Féin party; the 1918 election; the War of 1921 Independence; Partition;Treaty and Civil War. State building and the consolidation of democracy; from Free State to Republic. Northern Ireland – the Unionist Party in power. The impact of World War II, North and South. Anglo-Irish relations.

Society and economy Impact of partition on economy and society; impact of Belfast during World world economic crisis; from free trade to protectionism; War II impact of World War II.

Culture and religion State and culture, North and South: language, religion and The Eucharistic education; promotion of cultural identity. Congress, 1932

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Patrick Pearse; Éamon de Valera; Arthur Griffith; Michael Collins; Countess Markievicz; W. T. Cosgrave; James J. McElligott; James Craig; Richard Dawson Bates; Evie Hone.

Key concepts

Sovereignty; partition; Ulster Unionism; allegiance; physical force; IRB/IRA; “blood sacrifice”; dominion status; republic; free trade; protectionism; neutrality; discrimination; conformity/censorship.

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Topic 4: The Irish diaspora, 1840-1966

Perspective Elements Case studies

Economy and society The main trends in Irish emigration by origin, destination Grosse Isle and type of emigrant; their occupations and where they settled in the country of immigration: pre-1845; the Famine decade, 1845-1855; 1855-1914; 1920-1966. Increased restriction and regulation of emigration after 1920.

Politics Anti-Irish sentiment in both US and Britain in the 19th De Valera in America, century; Irish participation in politics in the USA and in June, 1919-December, Britain; the Molly Maguires; Irish nationalism as an 1920. international force from the Famine to independence; the anti-partition campaign; Ulster Unionist efforts to lobby for international support among Ulster emigrants.

Culture and religion Role of Catholic Church and GAA in sustaining a sense of The Holy Ghost Irishness among emigrants; Irish missionaries in Africa and mission to Nigeria, Asia. Role of Protestant churches in fostering an Ulster- 1945-1966 Scottish identity.The Orange Order in Canada and Australia. The creation of Irish images through film and music. Links between Ireland and the wider Irish community through tourism and heritage. The impact of John F. Kennedy.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

John Devoy; Andrew Bonar Law; Joe Kennedy; Boss Croker; Archbishop Mannix; Domhnall Mac Amhlaigh; Paul O’Dwyer; Bishop Edward Galvin; Maureen O’Hara; Mother Mary Martin.

Key concepts

Pre-paid passages; chain-emigration; emigrants’ remittances; discrimination; assimilation; “Ireland’s spiritual empire”.

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Topic 5: Politics and society in Northern Ireland, 1949-1993

Perspective Elements Case studies

Politics and From Brookeborough to O’Neill; the Civil Rights The Sunningdale administration movement; emergence of the Provisional IRA; the fall Agreement and the of Stormont; Direct Rule; Republican and Loyalist power-sharing terrorism; Sunningdale and power-sharing; the Anglo-Irish executive, 1973-1974 Agreement, 1985. The Republic – responses to the “Troubles”. The Downing Street Declaration, 1993.

Society and economy Impact of Welfare State: education, health, housing. The Coleraine Social and economic developments prior to 1969. University controversy Impact of the “Troubles”: (a) the economy; (b) society – education, health, housing.

Culture and religion Religious affiliation and cultural identity; ecumenism; The Apprentice Boys cultural responses to the “Troubles”. of Derry

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Terence O’Neill; Conn and Patricia McCluskey; Bernadette Devlin; Ian Paisley; Brian Faulkner; John Hume; James Molyneaux; Margaret Thatcher; Gerry Adams; Seamus Heaney.

Key concepts

Civil Rights; gerrymandering; terrorism; power sharing; sectarianism; bigotry; tolerance and intolerance; cultural traditions; cultural identity; ecumenism; propaganda.

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Topic 6: Government, economy and society in the Republic of Ireland, 1949-1989

Perspective Elements Case studies

Politics and Alternating governments and their economic and social The First Programme administration policies, 1948-1959. Economic planning; the move to Free for Economic Trade. Expansion, 1958-1963 Changes in education, health and social welfare provision. Economic and social challenges of the 1970s and1980s. Anglo-Irish relations, 1949-1989. Increasing international involvement – the UN and the EEC.

Society and economy Demographic change. Impact of the EEC Social change – status of women, housing, schools, on fisheries amenities. Economic change and its social consequences; the impact of EEC membership.

Culture, religion Changing attitudes towards Irish language and culture; the The impact of RTÉ, and science impact of television; the impact of Vatican II; the impact of 1962-1972 the communications revolution.

In their study of the topic, students should become aware of the role of certain key personalities.

Another “key” to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

T.K. Whitaker; Seán Lemass; Archbishop J. C. McQuaid; Jack Lynch; Charles Haughey; Garret FitzGerald; Sylvia Meehan; Mary Robinson; Breandán Ó hEithir; Gay Byrne.

Key concepts

Economic planning; free trade; common market; equality of opportunity; ecumenism; secularisation; balance of payments; discrimination; censorship; pluralism; liberalisation.

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SYLLABUS TOPICS

LATER MODERN EUROPE AND THE WIDER WORLD

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Topic 1: Nationalism and state formation in Europe, 1815-1871

Perspective Elements Case studies

Politics and The Germanic lands from Confederation to Empire: the The 1848 Revolution in administration system of Metternich under attack. Germany Autocracy in the East: Balkan nationalism; Greece and Serbia. Italy moves towards unity. The State in France: monarchy, republic and Empire.

Society and economy The changing agricultural economy in the West; serfdom in Robert Owen’s model Russia. village at New Lanark Industrialisation: trade unionism and socialism; mass politics. Urban growth and migration Primary education: increased literacy.

Culture, religion City planning. Haussmann’s Paris and science Cultural nationalism: music, art, literature and language. The churches and social change: France and Great Britain. Developments in science: electricity, biology and technology.

In their study of the topic, students should become aware of the role of certain key personalities.

Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Clemens Metternich; Giuseppe Mazzini; Karl Marx; Mikhail Bakunin; Feargus O’Connor; Napoleon III; Victor Hugo; Charles Darwin; Otto von Bismarck; Robert Peel.

Key concepts

Nationalism; autocracy; democracy; liberalism; serfdom; industrialisation / "Industrial Revolution"; laissez-faire; Chartism; socialism; romanticism.

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Topic 2: Nation states and international tensions, 1871-1920

Perspective Elements Case studies

The Second Reich and the changing balance of power; The naval policy Politics and Anglo- and Franco-German tensions; Bismarck’s of Wilhelm II administration foreign policy. The structures of European diplomacy; the New Imperialism and colonial rivalries;Wilhelm II and Weltpolitik. Serbia as a fulcrum of Great Power rivalry. The Second International. The outbreak of war in 1914; the conduct of war; war and revolution; the Peace Settlement.

Society and economy Economic growth and social tensions: industrialisation in Women in the Germany and its impact on society; industrialisation and workforce during economic crisis in Tsarist Russia; the impact of war on World War I society and economy.

Culture, religion Expression of national identity through literature and the The invention and and science arts; the literature of World War I. early history of the Church/State tensions in Germany and Italy. motor car Anti-Semitism in France and Russia. Key developments in science, technology and medicine.

In their study of the topic, students should become aware of the role of certain key personalities.

Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Otto von Bismarck; Wilhelm II; Douglas Haig; Woodrow Wilson; the Krupp family; Rosa Luxemburg; Wilfred Owen; Leo XIII; Marie Curie; Karl Benz.

Key concepts

Balance of power; nationalism; the New Imperialism; world war; war of attrition; conscription; self-determination; war guilt; anti-Semitism.

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Topic 3: Dictatorship and democracy in Europe, 1920-1945

Perspective Elements Case studies

Politics and Origins and growth of the fascist regimes in Europe; the Stalin’s show trials administration Nazi state in peace and war. Communism in Russia: the regimes of Lenin and Stalin; the Stalinist state in peace and war. France: the Third Republic, 1920-1940, and the Vichy state. Wartime alliances, 1939-1945.

Society and economy Economic and social problems of the inter-war years, with The Jarrow March, particular reference to Britain and Germany. October 1936 The Soviet alternative. Society during World War II: the Home Front; rationing/evacuees; refugees; collaboration/resistance. Anti-Semitism and the Holocaust.

Culture, religion Nazi propaganda – State control and use of mass media. The Nuremberg Rallies and science Church-state relations under Mussolini and Hitler. Anglo-American popular culture in peace and war: radio and cinema. The technology of warfare.

In their study of the topic, students should become aware of the role of certain key personalities.

Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

J. M. Keynes; Adolf Hitler; Benito Mussolini; Vladimir Ilyich Lenin; Josef Stalin; Winston Churchill; Joseph Goebbels; Leni Riefenstahl; Bing Crosby; Charlie Chaplin.

Key concepts

Inflation; the Depression; protectionism; collectivisation; communism; fascism; dictatorship; personality cult; totalitarianism; democracy; propaganda; anti-Semitism; herrenvolk; Reichskirche; the Holocaust; collaboration; resistance; lebensraum; blitzkrieg.

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Topic 4: Division and realignment in Europe, 1945-1992

Perspective Elements Case studies

Politics and Origins of Cold War; division of Germany; "Sovietisation" The Hungarian administration of Eastern Europe; military alliances; main crises of Cold Uprising, 1956 War; emergence of reform movements in Eastern Europe; collapse of Soviet Union; fragmentation and realignment in Europe. Moves towards European unity, 1945-1957; establishment and evolution of EEC.

Society and economy The Western economies, 1945-1973: the era of economic The Oil Crisis, 1973 growth; Marshall Aid; moves towards free trade; immigration; the Welfare State. The Western economies, 1973-1990: impact of the Oil Crisis; recession and the rise in unemployment. The Communist economies: problems and outcomes. Marriage, the family and the changing role of women. Affluence, leisure time and the consumer society.

Culture, religion Literature and social criticism, East and West. The Second Vatican and science Changing patterns in religious observance. Council Youth and popular culture (including sport) and the mass media. The impact of (a) advances in the biological sciences (b) nuclear power and (c) the computer.

In their study of the topic, students should become aware of the role of certain key personalities.

Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Imre Nagy; Nikita Khrushchev; Pope John Paul II; Mikhail Gorbachev; Jean Monnet; Jacques Delors; Margaret Thatcher; Alexander Solzhenitsyn; Simone de Beauvoir; John Lennon.

Key concepts

Capitalism; communism; Sovietisation; Cold War; Iron Curtain; nuclear deterrence; détente; satellite state; glasnost; common market; federal Europe; welfare state; feminism; dissident writer; ecumenical movement; mass media; information technology; pop star; teenager.

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Topic 5: European retreat from empire and the aftermath, 1945-1990

Perspective Elements Case studies

Politics and Implications of World War II for European role in Asia; British withdrawal from administration independence struggles and the reactions of the European India, 1945-1947 powers (with particular reference to India, Indochina and East Indies); post-independence relations with the colonial power. British withdrawal from Palestine and origins of Arab-Israeli conflict; the Suez Crisis, 1956. Africa – the "winds of change" (with particular reference to Algeria, Nigeria, the Congo,Tanzania and Angola); post- independence relations with the colonial power.

Society and economy Economic consequences of the process of de-colonisation; The secession of the Lomé Conventions; trade, aid and famine in post- Katanga, 1960-1965 colonial Africa; Julius Nyerere and the policy of ujamaa. Immigration patterns and policies in different European states – Britain, France.

Culture and religion Tensions between indigenous culture and colonial culture; Race relations in the spread of Islam and Christianity in Africa; the Islamic France in the 1980s faith in Europe; cultural diversity in multi-racial Britain and France; English as a world language; post-colonial literature.

In their study of the topic, students should become aware of the role of certain key personalities.

Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Mohandas Gandhi; Ho Chi Minh; Achmad Sukarno; David Ben-Gurion; Gamal Abdul Nasser; Charles de Gaulle; Sese Seko Mobutu; a development worker in Africa; Nadine Gordimer; Chinua Achebe.

Key concepts

Colonial rule; assimilation; de-colonisation; Zionism; terrorism; tribalism; racism; (British) Commonwealth; (French) Union and Community; IMF; World Bank; transnational economy; NGO (non-governmental organisation); cultural diversity; identity.

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Topic 6: The United States and the world, 1945-1989

Perspective Elements Case studies

Society and economy Sources of the US economic boom: the war, public The Montgomery bus investment and international financing, 1945-1968. boycott, 1956 The development of the US industrial structure: the multinational corporation, 1945-1968. The Vietnam War; the federal deficit; domestic recession; international competition from Japan and Europe, 1968-1989. Demographic growth; affluence – consumerism, leisure, the role of work, the changing role of women and the family. Troubled affluence: racial conflict, urban poverty, drugs and crime

Politics and US politics: structures and tensions – federal government Lyndon Johnson and administration and the states; the separation of powers. Vietnam, 1963-1968 The Presidency from Roosevelt to Reagan. Domestic factors in US foreign policy: McCarthyism, the anti-war movement, race relations. US foreign policy, 1945-1972: Berlin, Korea, Cuba,Vietnam. Decline of Cold War certainties, 1973-1989: withdrawal from Vietnam, détente, SALT and Star Wars.

Culture, religion Consensus? 1945-1968: Hollywood – the American The Moon landing, and science Dream; the "red scare". Collapse of consensus, 1968-1989: 1969 youth culture, "counter-culture", and multiculturalism. Religion in modern American culture; the mass media in modern American culture; mass higher education. Advances in military, space and information technology.

In their study of the topic, students should become aware of the role of certain key personalities.

Another "key" to developing understanding will be learning to identify the main issues through a familiarity with certain key concepts.

Key personalities Students should be aware of the contribution of the following to the developments listed under the elements above:

Harry Truman; Joe McCarthy; Martin Luther King; Lyndon Johnson; the "Organization Man"; Betty Friedan; Norman Mailer; Muhammad Ali; Billy Graham; Marilyn Monroe.

Key concepts

Corporate capitalism; globalisation; internationalism; imperialism; consumerism; technological development; the military- industrial complex; discrimination; liberalism; presidential bureaucracy; mass media; public opinion; fundamentalism; moral majority; feminism.

47 Procedures for drawing up National Syllabuses

The NCCA’s Course Committees for the Leaving Certificate (Established) have the following membership:

• Association of Secondary Teachers, Ireland •Teachers’ Union of Ireland • Joint Managerial Body • Association of Community and Comprehensive Schools • Subject Association • Irish Vocational Education Association • National Council for Educational Awards • Conference of Heads of Irish Universities • Department of Education and Science (Inspectorate) • State Examinations Commission.

On the basis of a brief provided by Council, the NCCA’s Course Committees prepare the syllabuses.

Recommendations of Course Committees are submitted to the Council of the NCCA for approval. The NCCA, having considered such recommendations, advises the Minister for Education and Science accordingly.

Further information may be obtained by contacting the NCCA at 24 Merrion Square, Dublin 2. Published by The Stationery Office To be purchased directly from: Government Publications Sales Office, Sun Alliance House, Molesworth Street, Dublin 2. Or by mail order from: Government Publications, Postal Trade Section, 51 St. Stephen’s Green, Dublin 2. Tel: 01-647 6834/5 Fax: 01-647 6843 Or through any bookseller. Price: €1.90

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